What should we teach in our schools and vocational education and higher education institutions? Is theoretical knowledge still important? This book argues that providing students with access to knowledge should be the raison d’être of education. Its premise is that access to knowledge is an issue of social justice because society uses it to conduct its debates and controversies. Theoretical knowledge is increasingly marginalised in curriculum in all sectors of education, particularly in competency-based training which is the dominant curriculum model in vocational education in many countries. This book uses competency-based training to explore the negative consequences that arise when knowledge is displaced in curriculum in favour of a focus on workplace relevance. The book takes a unique approach by using the sociology of Basil Bernstein and the philosophy of critical realism as complementary modes of theorising to extend and develop social realist arguments about the role of knowledge in curriculum. Both approaches are increasingly influential in education and the social sciences and the book will be helpful for those seeking an accessible introduction to these complex subjects. Why Knowledge Matters in Curriculumis a key reading for those interested in the sociology of education, curriculum studies, work-based learning, vocational education, higher education, adult and community education, tertiary education policy and lifelong learning more broadly.

In Why Knowledge Matters, E. D. Hirsch, Jr., presents evidence from cognitive science, sociology, and education history to further the argument for a knowledge-based elementary curriculum. Influential scholar Hirsch, author of The Knowledge Deficit, asserts that a carefully planned curriculum that imparts communal knowledge is essential in achieving one of the most fundamental aims and objectives of education: preparing students for lifelong success. Hirsch examines historical and contemporary evidence from the United States and other nations, including France, and affirms that a knowledge-based approach has improved both achievement and equity in schools where it has been instituted. In contrast, educational change of the past several decades in the United States has endorsed a skills-based approach, founded on, Hirsch points out, many incorrect assumptions about child development and how children learn. He recommends new policies that are better aligned with our current understanding of neuroscience, developmental psychology, and social science. The book focuses on six persistent problems that merit the attention of contemporary education reform: the over-testing of students in the name of educational accountability; the scapegoating of teachers; the fadeout of preschool gains; the narrowing of the curriculum to crowd out history, geography, science, literature, and the arts; the achievement gap between demographic groups; and the reliance on standards, such as the Common Core State Standards, that are not linked to a rigorous curriculum. Why Knowledge Matters makes a clear case for educational innovation and introduces a new generation of American educators to Hirsch’s astute and passionate analysis.

From Ancient Greece to the present day, Trivium 21c explores whether a contemporary trivium (Grammar, Dialectic, and Rhetoric) can unite progressive and traditionalist institutions, teachers, politicians and parents in the common pursuit of providing a great education for our children in the 21st century. Education policy and practice is a battleground. Traditionalists argue for the teaching of a privileged type of hard knowledge and deride soft skills. Progressives deride learning about great works of the past preferring '21c skills' (21st century skills) such as creativity and critical thinking. Whilst looking for a school for his daughter, the author became frustrated by schools' inability to value knowledge, as well as creativity, foster discipline alongside free-thinking, and value citizenship alongside independent learning. Drawing from his work as a creative teacher, Robinson finds inspiration in the Arts and the need to nurture learners with the ability to deal with the uncertainties of our age. Named one of Book Authority's best education books of all time.

What should we teach in our schools and vocational education and higher education institutions? Is theoretical knowledge still important? This book argues that providing students with access to knowledge should be the raison d’être of education. Its premise is that access to knowledge is an issue of social justice because society uses it to conduct its debates and controversies. Theoretical knowledge is increasingly marginalised in curriculum in all sectors of education, particularly in competency-based training which is the dominant curriculum model in vocational education in many countries. This book uses competency-based training to explore the negative consequences that arise when knowledge is displaced in curriculum in favour of a focus on workplace relevance. The book takes a unique approach by using the sociology of Basil Bernstein and the philosophy of critical realism as complementary modes of theorising to extend and develop social realist arguments about the role of knowledge in curriculum. Both approaches are increasingly influential in education and the social sciences and the book will be helpful for those seeking an accessible introduction to these complex subjects. Why Knowledge Matters in Curriculum is a key reading for those interested in the sociology of education, curriculum studies, work-based learning, vocational education, higher education, adult and community education, tertiary education policy and lifelong learning more broadly.

A must-read for parents and teachers, this major bestseller reveals how cultural literacy is the hidden key to effective education and presents 5000 facts that every literate American should know. In this forceful manifesto Professor E. D. Hirsch, Jr., argues that children in the United States are being deprived of the basic knowledge that would enable them to function in contemporary society. They lack cultural literacy: a grasp of background information that writers and speakers assume their audience already has. Even if a student has a basic competence in the English language, he or she has little chance of entering the American mainstream without knowing what a silicon chip is, or when the Civil War was fought. An important work that has engendered a nationwide debate on our educational standards, Cultural Literacy is a required reading for anyone concerned with our future as a literate nation.

In 2008 the first in a series of symposia established a ‘social realist’ case for ‘knowledge’ as an alternative to the relativist tendencies of the constructivist, post-structuralist and postmodernist approaches dominant in the sociology of education. The second symposium focused on curriculum, and the development of a theoretical language grounded in social realism to talk about issues of knowledge and curriculum. Finally, the third symposium brought together researchers in a broad range of contexts to build on these ideas and arguments and, with a concerted empirical focus, bring these social realist ideas and arguments into conversation with data. Knowledge, Curriculum and Equity: Social Realist Perspectives contains the work of the third symposium, where the strengths and gaps in the social realist approach are identified and where there is critical recognition of the need to incrementally extend the theories through empirical study. Fundamentally, the problem that social realism is seeking to address is about understanding the social conditions of knowledge production and exchange as well as its structuring in the curriculum and in pedagogy. The central concern is with the on-going social reproduction of inequality through schooling, and exploring whether and how foregrounding specialised knowledge and its access holds the possibility for interrupting it. This book consists of 13 chapters by different authors working in Oceania, Asia, Europe, Africa and North America. From very different vantage points the authors focus their theoretical and empirical sights on the assumptions about knowledge that underpin educational processes and the pursuit of more equitable schooling for all.

In this revolutionary book, a renowned computer scientist explains the importance of teaching children the basics of computing and how it can prepare them to succeed in the ever-evolving tech world. Computers have completely changed the way we teach children. We have Mindstorms to thank for that. In this book, pioneering computer scientist Seymour Papert uses the invention of LOGO, the first child-friendly programming language, to make the case for the value of teaching children with computers. Papert argues that children are more than capable of mastering computers, and that teaching computational processes like de-bugging in the classroom can change the way we learn everything else. He also shows that schools saturated with technology can actually improve socialization and interaction among students and between students and teachers. Technology changes every day, but the basic ways that computers can help us learn remain. For thousands of teachers and parents who have sought creative ways to help children learn with computers, Mindstorms is their bible.

The Knowledge Deficit illuminates the real issue in education today -- without an effective curriculum, American students are losing the global education race. In this persuasive book, the esteemed education critic, activist, and best-selling author E.D. Hirsch, Jr., shows that although schools are teaching the mechanics of reading, they fail to convey the knowledge needed for the more complex and essential skill of reading comprehension. Hirsch corrects popular misconceptions about hot issues in education, such as standardized testing, and takes to task educators' claims that they are powerless to overcome class differences. Ultimately, this essential book gives parents and teachers specific tools for enhancing children's abilities to fully understand what they read.

The design of school curriculums involves deep thought about the nature of knowledge and its value to learners and society. It is a serious responsibility that raises a number of questions. What is knowledge for? What knowledge is important for children to learn? How do we decide what knowledge matters in each school subject? And how far should the knowledge we teach in school be related to academic disciplinary knowledge? These and many other questions are taken up in What Should Schools Teach? The blurring of distinctions between pedagogy and curriculum, and between experience and knowledge, has served up a confusing message for teachers about the part that each plays in the education of children. Schools teach through subjects, but there is little consensus about what constitutes a subject and what they are for. This book aims to dispel confusion through a robust rationale for what schools should teach that offers key understanding to teachers of the relationship between knowledge (what to teach) and their own pedagogy (how to teach), and how both need to be informed by values of intellectual freedom and autonomy. This second edition includes new chapters on Chemistry, Drama, Music and Religious Education, and an updated chapter on Biology. A revised introduction reflects on emerging discourse around decolonizing the curriculum, and on the relationship between the knowledge that children encounter at school and in their homes.

This book examines the historical context of African Americans' educational experiences, and it provides information that helps to assess the dominant discourse on education, which emphasises White middle-class cultural values and standardisation of students' outcomes. Curriculum violence is defined as the deliberate manipulation of academic programming in a manner that ignores or compromises the intellectual and psychological well being of learners. Related to this are the issues of assessment and the current focus on high-stakes standardised testing in schools, where most teachers are forced to teach for the test.